This project included GPT1 and GPT2 GP Synergy registrars with external Clinical Teaching Visit Competency Assessment Grid (CAG) data from semester one 2014 to semester two 2016, to:
- Establish the underlying factor structure of the CAG and reduce the number of items within the CAG.
- Group the items into clinically and educationally relevant factors that may assist in interpretation of competency development.
A two-step process was used to reduce the number of items within the CAG:
- An initial factor analysis (EFA) was undertaken to statistically assess item redundancy and group items into overarching domains of competence.
- A consensus process (involving GP medical educators, an academic GP, research staff and statisticians) was used to determine items to be excluded based on statistical findings in conjunction with a review of relative clinical and educational importance of each item.
GPT1 and GPT2 competencies were analysed separately.
